12 



ALASKA. 



metic. For the advanced section this has meant 

 the gaining of an insight as to what numbers 

 really mean, facility in counting, translating their 

 numerals into our "simpler and elastic ones, addi- 

 tion, subtraction, a partial mastery of the mul- 

 tiplication tables and practise in their operation, 

 both by multiplication and division. To this were 

 added examples, practical and useful, to illustrate 

 the usefulness of what had been acquired. 



" The advanced section was also given lessons 

 on the outlines of American history and also in 

 drawing simple straight-line delineations. One or 

 two lessons were given each week in physiology 

 and hygiene to the three sections. 



"One element omitted in the report is. that of 

 ages. These it is impossible to obtain, the Eski- 

 mos having kept no record of years in the past; 

 but on the average the primary class includes all 

 those from about nine years down, the intermedi- 

 ate between nine and twelve, and the advanced 

 from twelve to sixteen. The two adults reported 

 were about twenty to twenty-two years of age." 



P. H. D. Lerrigo, M. D., teacher at St. Law- 

 rence island, writes: 



" In mental ability the native children seem to 

 compare favorably with those of more civilized 

 countries. Some few are hopelessly dull, but the 

 majority are capable of comprehending and retain- 

 ing the subjects which engage the attention of 

 white children of similar age. A few are remark- 

 ably bright and exhibit capability for mental 



RESIDENCE OF REV. W. T. LOPP, CONGREGATIONAL MISSIONARY, 

 AT CAPE PRINCE OF WALES. 



training to a very considerable extent. The great 

 obstacles in their progress are irregularity in at- 

 tendance and the lack of the gift of continuity. 

 Their life involves nothing which is calculated to 

 train them for continued mental application. Their 

 work is such as requires physical strength and 

 native acuteness for a little time, after which the 

 strain is relaxed and they lapse into a condition 

 of utter idleness until again required to put forth 

 effort Consequently their faculties for long-con- 

 tinued mental effort are undeveloped and the chil- 

 dren are unable to follow an extended course of 

 work with the facility of those who have come of 

 more civilized stock. Limited by these draw- 

 backs, however, they have during the past year 

 made an appreciable advance in the use of Eng- 

 lish, in arithmetic, in geography, and in general 

 knowledge. 



"Precedent had accustomed the children to 

 moderate talking during school hours, and as it 

 did not interfere with the work, the custom was 



continued. The discipline was upon the whole 

 well maintained and punishment not frequently 

 necessary. Upon a few occasions dismissing the 

 culprit from the schoolroom seemed to produce a 

 sufficient moral effect. In June, after the school 

 was closed for the year, during my absence from 

 the village, some of the boys broke into the 

 house and committed trifling pilfering, but took 

 nothing of any great value. Upon this occasion 

 I considered it necessary to take a little more 

 vigorous action, and administered corporal pun- 

 ishment to the two leaders, after giving them a 

 moral lecture upon the enormity of their mis- 

 deed. The parents came to me almost unani- 

 mously, apologizing for their children, some of 

 them returning the stolen articles, some bringing 

 payment for the things eaten, while others re- 

 lieved me of the necessity of further action by 

 thrashing their boys themselves." 



In these schools the natives are Eskimos ; but in 

 those attended by the Indians the attendance is as 

 regular, and the pupils seemingly as desirous of 

 instruction and advancement. " The native chil- 

 dren, if sent to school regularly, learn slowly but 

 surely," in the words of another teacher. " Their 

 faith in the white man is great, and for that 

 reason it is easy to work among them. Irregular 

 attendance and tardiness are due to home sur- 

 roundings. The parents are often indifferent as 

 to whether the children attend or not." The 

 homes are without system, and the children are 

 often tardy or must stay at 

 home because some article of 

 clothing is lost. 



The bureau reports the ap- 

 pointment of a citizen of 

 Nome as superintendent of 

 schools for the Cape Nome 

 district, with duties similar 

 to those of the superintend- 

 ent of schools in the Sitka 

 district namely, to visit the 

 schools that from time to 

 time may be established 

 within his district, report on 

 their condition, examine can- 

 didates for the position of 

 teacher, and aid this bureau 

 with suggestions and advice 

 regarding the educational af- 

 fairs of northwestern Alaska. 

 This was made necessary by 

 the great increase in popula- 

 tion in the Cape Nome re- 

 gion through the immigration 

 of miners with their families. 

 Owing to the friendly cooperation of the priests 

 of the Russo-Greek churches throughout south- 

 western Alaska in urging the children of their 

 parishioners to attend the public schools, the seat- 

 ing capacity of the school-buildings in that region 

 was severely taxed. It was necessary to enlarge 

 the school-building at Kadiak and to 'send addi- 

 tional teachers to that place and to Unalaska. 



In several sections of Alaska the influx of white 

 men has resulted in an increased interest in 

 schools on the part of the adult native Alaskans. 

 Realizing the advantages to be obtained by such 

 a knowledge of the English language as will en- 

 able them to trade intelligently with the white 

 men, they have made requests for night-schools. 

 At Wood island it was possible to comply with 

 such a request, and the result has been very satis- 

 factory. At Gravina, Saxman, and Wrangell 

 native Alaskans are efficient members of the local 

 school committees. 



In addition to the schools established bv the 



